One size doesn't fit all

By: GENE VITAMANTI - For The Californian | Tuesday, May 18, 2004 9:28 PM PDT ∞

Scores of politicians, columnists and letter writers have sounded off about the so-called problems in our schools and most of them ignore a basic principle in public education ---- public schools are comprehensive schools that must accommodate all students regardless of intellectual capacity, mental conditions or physical disabilities.

Although it is universally accepted that not all students have the same academic ability, most people who deprecate public education demand that all students pass an exit exam in order to graduate from high school. Our brilliant state politicians are now insisting that all students must pass algebra.

If public schools are allowed to operate like most private and parochial schools by accepting only the better students, then we should expect and demand that every one of them pass exit exams. But, it is not reasonable to require students with low intelligence to pass exit exams. Students with problems such as dyslexia or mental health conditions are also going to have difficulties passing these tests. These are some of the drawbacks in exit exams.

You cannot devise an exit test to fit all students. A reasonable test for the slower students becomes meaningless for the brighter students.

Let me use another analogy that I have used before. We now require all students to pass two years of physical education. What if we also required that all students be able to high jump 5 feet, 8 inches and to run the 100-yard dash in 11 seconds flat in order to pass P.E.? How about typing 60 words a minute? As Spock would say, "It is illogical."

We are trying to force everyone into the same mold ---- that of a college-bound student. This is not only illogical, it is stupid. Not everyone is college material.

There are two ways to approach this problem. The first is to terminate the comprehensive school philosophy and go to a two-tiered program ---- one for the college-bound with a rigorous academic schedule and the other for students who intend to go into the work force immediately after graduation.

Passing an exit exam would be required but would be different for each system.

The second approach would be to continue with comprehensive schools but issue diplomas that reflect the value of each student's accumulated accomplishment.

In addition to the grade points earned, points would be added for activities such as working in the school office, sports, journalism, clubs and service to the school. A scale would be devised with four categories using descriptive terms such as "outstanding," "good," "fair" and "meager." Each category might even have a different colored diploma. This information and the student's transcript would be printed on the back.

Consideration should be given to issuing a "Certificate of Attendance" instead of a diploma to those who receive the lowest designation.

Because it would take a little more time to completely assemble this information, the actual diploma would be mailed out about two weeks after graduation. The added cost would be negligible ---- maybe a couple of thousand dollars.

As our world becomes more complex, we must find ways to meet the new demands besides getting tougher.

Gene Vitamanti of Murrieta, a retired teacher, is a regular columnist for The Californian. E-mail: genev@nctimes.net.